Saved in:
| Main Authors: | , |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2012
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ993517 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- One-Shot Library Instruction and Cambourne's Theory of Learning Masuchika, Glenn Norio Boldt, Gail Teaching Methods Novices Learning Theories Library Instruction Librarians Intermode Differences Instructional Effectiveness Best Practices Academic Libraries Interdisciplinary Approach Educational Philosophy Educational Principles Learner Engagement Instructional Development Librarians who teach one-shot library instruction classes (one-time, one- to three-hour classes to students who are assumed to be novice researchers) are often torn between two pedagogic approaches: a "critical mass" pedagogy emphasizing a minimum amount of databases that must be introduced with little time for student searching, and a "use-oriented" pedagogy emphasizing the introduction of one or two databases, with the instructor providing adequate time for the student to hone their search skills through in class work time that provides for interaction with the librarian. Drawing from the learning theory of Brian Cambourne, we compare the two pedagogic approaches and argue that a use-oriented approach is a better match to Cambourne's Conditions of Learning, but that without certain preparations of and expectations from the student, librarians will struggle with both approaches in these one-shot library instruction sessions. (Contains 1 note.)